The development of competencies required for school principals in Quebec: Adequacy between competency standard and practice
Bibliographic record
Abstract
School principals deal with a variety of increasingly complex responsibilities (Trudeau, 2013). They must therefore develop and hone professional competencies that will enable them to effectively perform their pedagogical, organizational, relational, or administrative duties (Barber, Whelan & Clark., 2010; Bisaillon et al., 2009; Darling-Hammond, Meyerson, LaPointe, & Orr, 2010; Pont, Nusche, & Moorman, 2008). In light of the many societal changes and resulting pressure on schools, many countries have developed competency standards for school principals to redefine the competencies required to successfully fulfill this role (UNESCO, 2006). Quebec has followed suit in this movement with the publication of its first competency standard for school principals in 2008. This document is used during the initial training for future school principals to develop competencies useful for this function. What competencies are needed by school leaders in relation to the challenges they face in their work? What are these challenges? Interviews with school principals (N = 13) allowed us to highlight challenges that arise in their day-to-day activities which allowed us to identify the professional and cross-curricular (behavioural) competencies that they implement to do their job.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".